CLB: ESL FOR ALL: SUPPORT KIT

CLB: ESL FOR ALL: SUPPORT KIT

CLB: ESL FOR ALL: SUPPORT KIT

CLB: ESL FOR ALL SUPPORT KIT

CLB 4L Getting Things Done: Note about Food Task: Write a note to buy several items and include amounts and a food restriction

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Building conceptual knowledge - notes can convey messages and get something done - notes have a predictable format - notes are generally informal - people can have food allergies - food can be purchased in different amounts

Before the task: skill-building activities - bring in actual food packages to handle and discuss - discuss notes: What is the purpose? What is included? - elicit food vocabulary and build using matching cards, games, and finding images - discuss allergies and other food restrictions - develop language of amounts and packages - model a note on the board - write a note as a class

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Developing oral language - food words - dates - greetings and closings of notes - allergies - language of amounts and packages Writing skills and strategies - use encoding skills to write words - use knowledge of format to fill in date, greeting, and closing - use word order and sentence patterns to write sentences - use vocabulary and phrases to convey meaning - write with a purpose

During the task: scaffolding and support - elicit a word bank for writing notes and write on the board - brainstorm food items together as a class on the board - encourage pre-writing strategies, such as making a list of food items first - allow learners to follow a model - give learners extra time - let learners work with help

Numeracy skills - counting to 10 - quantities to 10 - writing dates - writing amounts

After the task: reflection and next steps - reflect orally: How was it? What strategies did you use? - guide learners through the learning reflection and discuss instructor feedback - next activity: write a note based on a recipe you like

Presentation of the task - language is relevant to learners and familiar - task can be paper-based and is close to authentic - font of the instructions uses a typed “a” and “g” and no serifs - font size of instructions is authentic (11 point) - page has authentic use of white space

Cognitive requirements of the task - task has several layers of complexity: food vocabulary, language of notes, language of amounts and packages, understanding the format of a note, encoding text, and writing with purpose; only one layer of complexity can be new to learners at one time - task requires knowledge of language, simple sentence structure, and format to write note - task should be familiar and consistent with routines and activities in class

Conditions for completing the task - instructions for the task are read and given orally - learners are given opportunities for success through repetition - learners should be assessed on familiar tasks

How does this task support ESL Literacy learners?